Experience Teaches Quotes

All I have seen teaches me to trust the Creator for all I have not seen.

God allows us to experience the low points of life in order to teach us lessons that we could learn in no other way.

Some things cannot be taught; they must be experienced. You never learn the most valuable lessons in life until you go through your own journey.

Experience teaches only the teachable.

Meaning and morality of One's life come from within oneself. Healthy, strong individuals seek self expansion by experimenting and by living dangerously. Life consists of an infinite number of possibilities and the healthy person explores as many of them as posible. Religions that teach pity, self-contempt, humility, self-restraint and guilt are incorrect. The good life is ever changing, challenging, devoid of regret, intense, creative and risky.

Religion is an attempt to get control over the sensory world, in which we are placed, by means of the wish-world, which we have developed inside us as a result of biological and psychological necessities. But it cannot achieve its end. Its doctrines carry with them the stamp of the times in which they originated, the ignorant childhood days of the human race. Its consolations deserve no trust. Experience teaches us that the world is not a nursery. The ethical commands, to which religion seeks to lend its weight, require some other foundations instead, for human society cannot do without them, and it is dangerous to link up obedience to them with religious belief. If one attempts to assign to religion its place in man’s evolution, it seems not so much to be a lasting acquisition, as a parallel to the neurosis which the civilized individual must pass through on his way from childhood to maturity.

When you study great teachers... you will learn much more from their caring and hard work than from their style.

Experience teaches us that it is much easier to prevent an enemy from posting themselves than it is to dislodge them after they have got possession.

What experience and history teaches us is that people and governments have never learned anything from history, or acted on principles deduced from it.

All teachings are mere references. The true experience is living your own life. Then, even the holiest of words are only words.

Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.

Music is your own experience, your thoughts, your wisdom. If you don't live it, it won't come out of your horn. They teach you that music has boundaries. But, man, there's no boundary line to art.

Prayer of an Anonymous Abbess: Lord, thou knowest better than myself that I am growing older and will soon be old. Keep me from becoming too talkative, and especially from the unfortunate habit of thinking that I must say something on every subject and at every opportunity. Release me from the idea that I must straighten out other peoples' affairs. With my immense treasure of experience and wisdom, it seems a pity not to let everybody partake of it. But thou knowest, Lord, that in the end I will need a few friends. Keep me from the recital of endless details; give me wings to get to the point. Grant me the patience to listen to the complaints of others; help me to endure them with charity. But seal my lips on my own aches and pains -- they increase with the increasing years and my inclination to recount them is also increasing. I will not ask thee for improved memory, only for a little more humility and less self-assurance when my own memory doesn't agree with that of others. Teach me the glorious lesson that occasionally I may be wrong. Keep me reasonably gentle. I do not have the ambition to become a saint -- it is so hard to live with some of them -- but a harsh old person is one of the devil's masterpieces. Make me sympathetic without being sentimental, helpful but not bossy. Let me discover merits where I had not expected them, and talents in people whom I had not thought to possess any. And, Lord, give me the grace to tell them so. Amen

nothing ever goes away until it has taught us what we need to know …nothing ever really attacks us except our own confusion. perhaps there is no solid obstacle except our own need to protect ourselves from being touched. maybe the only enemy is that we don’t like the way reality is now and therefore wish it would go away fast. but what we find as practitioners is that nothing ever goes away until it has taught us what we need to know. if we run a hundred miles an hour to the other end of the continent in order to get away from the obstacle, we find the very same problem waiting for us when we arrive. it just keeps returning with new names, forms, manifestations until we learn whatever it has to teach us about where we are separating ourselves from reality, how we are pulling back instead of opening up, closing down instead of allowing ourselves to experience fully whatever we encounter, without hesitating or retreating into ourselves.

You need mountains, long staircases don't make good hikers.

The most important attitude that can be formed is that of desire to go on learning.

If men could learn from history, what lessons it might teach us. But passion and party blind our eyes, and the light which experience gives us is a lantern on the stern, which shines only on the waves behind us.

Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] ... normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.

What we instill in our children will be the foundation upon which they build their future.

We receive three educations, one from our parents, one from our school masters, and one from the world. The third contradicts all that the first two teach us.

There are obviously two educations. One should teach us how to make a living and the other how to live. Surely these should never be confused in the mind of any man who has the slightest inkling of what culture is. For most of us it is essential that we should make a living...In the complications of modern life and with our increased accumulation of knowledge, it doubtless helps greatly to compress some years of experience into far fewer years by studying for a particular trade or profession in an institution; but that fact should not blind us to another—namely, that in so doing we are learning a trade or a profession, but are not getting a liberal education as human beings.

It is obvious that art cannot teach anyone anything, since in four thousand years humanity has learnt nothing at all. We should long ago have become angels had we been capable of paying attention to the experience of art, and allowing ourselves to be changed in accordance with the ideals it expresses. Art only has the capacity, through shock and catharsis, to make the human soul receptive to good. It’s ridiculous to imagine that people can be taught to be good…Art can only give food – a jolt – the occasion – for psychical experience.

There are times when personal experience keeps us from reaching the mountain top and so we let it go because the weight of it is too heavy. And sometimes the mountain top is difficult to reach with all our resources, factual and confessional, so we are just there, collectively grasping, feeling the limitations of knowledge, longing together, yearning for a way to reach that highest point. Even this yearning is a way to know.

Luck is a word the bitter teach to the ignorant.

In my experience, men who respond to good fortune with modesty and kindness are harder to find than those who face adversity with courage. For in the very nature of things, success tends to create pride and blindness in the hearts of men, while suffering teaches them to be patient and strong.

Knowledge rooted in experience shapes what we value and as a consequence how we know what we know as well as how we use what we know.

Through art, we learn to understand ourselves and light up the veiled angles in our minds. It teaches us how to get hold of life and get a sense of the shades in the wild richness of the abundant diversity that stretches through our daily experience. It gives us a foothold in the estranging landscapes we cross during our life journey and helps us figure out the wisdom behind the countless signs and tokens. (Stilling our mind)

In the Western tradition there is a recognized hierarchy of beings, with, of course, the human being on top—the pinnacle of evolution, the darling of Creation—and the plants at the bottom. But in Native ways of knowing, human people are often referred to as “the younger brothers of Creation.” We say that humans have the least experience with how to live and thus the most to learn—we must look to our teachers among the other species for guidance. Their wisdom is apparent in the way that they live. They teach us by example. They’ve been on the earth far longer than we have been, and have had time to figure things out.

Experience by itself teaches nothing... Without theory, experience has no meaning. Without theory, one has no questions to ask. Hence, without theory, there is no learning.

We try so hard to instruct our children in all the right things―teaching good from bad, explaining choices and consequences―when in reality most lessons are learned through observation and experience. Perhaps we'd be better off training our youth to be highly observant.

I actually attack the concept of happiness. The idea that - I don’t mind people being happy - but the idea that everything we do is part of the pursuit of happiness seems to me a really dangerous idea and has led to a contemporary disease in Western society, which is fear of sadness. It’s a really odd thing that we’re now seeing people saying “write down 3 things that made you happy today before you go to sleep”, and “cheer up” and “happiness is our birthright” and so on. We’re kind of teaching our kids that happiness is the default position - it’s rubbish. Wholeness is what we ought to be striving for and part of that is sadness, disappointment, frustration, failure; all of those things which make us who we are. Happiness and victory and fulfillment are nice little things that also happen to us, but they don’t teach us much. Everyone says we grow through pain and then as soon as they experience pain they say “Quick! Move on! Cheer up!” I’d like just for a year to have a moratorium on the word “happiness” and to replace it with the word “wholeness”. Ask yourself “is this contributing to my wholeness?” and if you’re having a bad day, it is.

Experience should teach us to be most on our guard to protect liberty when the government's purposes are beneficent. Men born to freedom are naturally alert to repel invasion of their liberty by evil-minded rulers. The greatest dangers to liberty lurk in insidious encroachment by men of zeal, well-meaning but without understanding." [Olmstead v. U.S., 277 U.S. 438 (1928) (dissenting)]

that nothing will come into your experience unless you invite it through your thought—with emotional

Some people spend their whole lives seeking heaven, when all they needed to do was look about them, and embrace that which was already there.

Your teachers Are all around you. All that you perceive, All that you experience, All that is given to you or taken from you, All that you love or hate, need or fear Will teach you-- If you will learn. God is your first and your last teacher. God is your harshest teacher: subtle, demanding. Learn or die.

In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.

Experience teaches that for most people there is a limit beyond which their constitution cannot comply with the demands of civilization. All who wish to reach a higher standard than their constitution will allow, fall victims to neurosis. It would have been better for them if they could have remained less "perfect".

If you're on the path you're meant to be on, everything falls into place; the Universe is telling you that. If you are not on the right path, you will experience roadblocks all along the way, and this is also the Universe telling you to stop, look, and ask if this is where you are supposed to be.

All things which greatly hurt me greatly teach me

Teach her about difference. Make difference ordinary. Make difference normal. Teach her not to attach value to difference. And the reason for this is not to be fair or to be nice but merely to be human and practical. Because difference is the reality of our world. And by teaching her about difference, you are equipping her to survive in a diverse world. She must know and understand that people walk different paths in the world and that as long as those paths do no harm to others, they are valid paths that she must respect. Teach her that we do not know – we cannot know – everything about life. Both religion and science have spaces for the things we do not know, and it is enough to make peace with that. Teach her never to universalise her own standards or experiences. Teach her that her standards are for her alone, and not for other people. This is the only necessary form of humility: the realisation that difference is normal.

Age should not have its face lifted, but it should rather teach the world to admire wrinkles as the etchings of experience and the firm line of character.

Because we’ve been lied to and lied to, and it hurts to be lied to. It’s ultimately just about that complicated: it hurts. It denies you respect for yourself, for the liar, for the world. Especially if the lies are chronic, systemic, if hard experience seems to teach that everything you’re supposed to believe in’s really a game based on lies. Young Voters have been taught well and thoroughly. You may not personally remember Vietnam or Watergate, but it’s a good bet you remember ‘No new taxes’ and ‘Out of the loop’ and ‘No direct knowledge of any impropriety at this time’ and Did not inhale’ and ‘Did not have sex with that woman’ and etc. etc. It’s depressing and painful to believe that the would-be ‘public servants’ you’re forced to choose between are all phonies whose only real concern is their own care and feeding and who will lie so outrageously with such a straight face that you just know they have to believe you’re an idiot. So who wouldn’t fall all over themselves for a top politician who actually seemed to talk to you like you were a person, an intelligent adult worthy of respect?

The years teach us much, which the days never knew.

In meditation we discover our inherent restlessness. Sometimes we get up and leave. Sometimes we sit there but our bodies wiggle and squirm and our minds go far away. This can be so uncomfortable that we feel’s it’s impossible to stay. Yet this feeling can teach us not just about ourselves but what it is to be human…we really don’t want to stay with the nakedness of our present experience. It goes against the grain to stay present. These are the times when only gentleness and a sense of humor can give us the strength to settle down…so whenever we wander off, we gently encourage ourselves to “stay” and settle down. Are we experiencing restlessness? Stay! Are fear and loathing out of control? Stay! Aching knees and throbbing back? Stay! What’s for lunch? Stay! I can’t stand this another minute! Stay!

Give someone a book, they'll read for a day. Teach someone how to write a book, they'll experience a lifetime of paralyzing self doubt.

I will have to rely on that painful teacher, experience.

God is love. Love is always present, surrounding us; guiding, growing, and teaching us. Even in the midst of total chaos, pain, and dysfunction, love is calling us to a higher experience and expression.

Teach her never to universalize her own standards or experiences. Teach her that her standards are for her alone, and not for other people. This is the only necessary form of humility: the realization that difference is normal. Tell

It seems to me of great importance to teach children respect for life. Towards this end, experiments on living animals in classrooms should be stopped. To encourage cruelty in the name of science can only destroy the finer emotions of affection and sympathy, and breed an unfeeling callousness in the young towards suffering in all living creatures.

The stories teach them valuable life lessons. That good things happen to bad people. That it’s possible to make a bad situation even worse if you don’t think it through. That parents are clueless except when they’re not. That it’s good to try new things even when a new thing is kind of disgusting, because new experiences make you a well-rounded person. That art can be transcendent. That lust is all-powerful, that drugs are fun, and that not everyone who does them is a loser. That losing people is part of life. That where comedy goes, tragedy isn’t far behind. That everyone has issues with their bodies, but some take it too far, almost to death. That fear can be exhilarating. That boys are assholes. That it’s important to look forward and never look back…

Betrayal is too kind a word to describe a situation in which a father says he loves his daughter but claims he must teach her about the horrors of the world in order to make her a stronger person; a situation in which he watches or participates in rituals that make her feel like she is going to die. She experiences pain that is so intense that she cannot think; her head spins so fast she can't remember who she is or how she got there. All she knows is pain. All she feels is desperation. She tries to cry out for help, but soon learns that no one will listen. No matter how loud she cries, she can't stop or change what is happening. No matter what she does, the pain will not stop. Her father orders her to be tortured and tells her it is for her own good. He tells her that she needs the discipline, or that she has asked for it by her misbehavior. Betrayal is too simple a word to describe the overwhelming pain, the overwhelming loneliness and isolation this child experiences. As if the abuse during the rituals were not enough, this child experiences similar abuse at home on a daily basis. When she tries to talk about her pain, she is told that she must be crazy. "Nothing bad has happened to you;' her family tells her Each day she begins to feel more and more like she doesn't know what is real. She stops trusting her own feelings because no one else acknowledges them or hears her agony. Soon the pain becomes too great. She learns not to feel at all. This strong, lonely, desperate child learns to give up the senses that make all people feel alive. She begins to feel dead. She wishes she were dead. For her there is no way out. She soon learns there is no hope. As she grows older she gets stronger. She learns to do what she is told with the utmost compliance. She forgets everything she has ever wanted. The pain still lurks, but it's easier to pretend it's not there than to acknowledge the horrors she has buried in the deepest parts of her mind. Her relationships are overwhelmed by the power of her emotions. She reaches out for help, but never seems to find what she is looking for The pain gets worse. The loneliness sets in. When the feelings return, she is overcome with panic, pain, and desperation. She is convinced she is going to die. Yet, when she looks around her she sees nothing that should make her feel so bad. Deep inside she knows something is very, very wrong, but she doesn't remember anything. She thinks, "Maybe I am crazy.

Cat doesn’t have to work. She’s a woman of independent means. I settled enough money on her to allow her the freedom to do anything she wished. She went to boarding school for four years, and stayed to teach for another two. Eventually she came to me and said she’d accepted a position as a governess for the Hathaway family. I believe you were in France with Win at the time. Cat went for the interview, Cam and Amelia liked her, Beatrix and Poppy clearly needed her, and no one seemed inclined to question her lack of experience.” “Of course not,” Leo said acidly. “My family would never bother with something so insignificant as job experience. I’m sure they started the interview by asking what her favorite color was.

Marxism teaches that exploitation and degradation somehow produce resistance and revolution. It's been hard to say why. What I've learned from women's experience with sexuality is that exploitation and degradation produce grateful complicity in exchange for survival. They produce self-loathing to the point of extinction of self, and it is respect for self that makes resistance conceivable.

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

Escapism isn't good or bad of itself. What is important is what you are escaping from and where you are escaping to. I write from experience, since in my case I escaped to the idea that books could be really enjoyable, an aspect of reading that teachers had not hitherto suggested.

Understand: your mind is weaker than your emotions. But you become aware of this weakness only in moments of adversity--precisely the time when you need strength. What best equips you to cope with tthe heat of battle is neither more knowledge nor more intellect. What makes your mind stronger, and more able to control your emotions, is internal discipline and toughness.No one can teach you this skill; you cannot learn it by reading about it. Like any discipline, it can come only through practice, experience, even a little suffering. The first step in building up presence of mind is to see the need for ii -- to want it badly enough to be willing to work for it.

Giving birth does not make you a mother. Being there daily in good times and bad to provide, care, comfort, teach, sing, feed, clothe, encourage, discipline, clean, hug, pray, listen, cry, experience, protect, kiss, read, advocate, bandage, educate, coach, cheer, laugh, play and love unconditionally...well, that's a mother.

As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself. That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.

There is beauty all around us, and the light finds us when we realize, we are all part of that beauty and worth the cherishing. If we despise any, we journey to despise ourselves. See all as beautiful, even if they choose to see themselves through you, as being less than so. We have the power to see for each, and be the reflection of what they may yet see.

I was actually permitting myself to experience a sickening sense of disappointment: but rallying my wits, and recollecting my principles, I at once called my sensations to order; and it was wonderful how I got over the temporary blunder--how I cleared up the mistake of supposing Mr. Rochester's movements a matter in which I had any cause to take vital interest. Not that I humbled myself by a slavish notion of inferiority: on the contrary, I just said-- "You have nothing to do with the master of Thornfield further than to receive the salary he gives you for teaching his protegee and to be grateful for such respectful and kind treatment as, if you do your duty, you have a right to expect at his hands. Be sure that is the only tie he seriously acknowledges between you and him, so don't make him the object of your fine feelings, your raptures, agonies, and so forth. He is not of your order: keep to your caste; and be too self-respecting to lavish the love of the whole heart, soul, and strength, where such a gift is not wanted and would be despised.

Oh, I’d heard him. Loud and clear. That was why I wanted to kill him. Which basically showed how amazing the human mind was; how you could care about someone but want to slit his or her throat at the same time. Like having a sister who you wanted to punch right in the ovaries. You still loved her, you just wanted to sock her right in the baby-maker to teach her a lesson—not that I knew from experience or anything.

I was the subject of an experiment in love. I lived my life under her gaze, undergoing certain trials for her so that she would not have to undergo them for herself. But, how are our certainties forged, except by the sweat and tears of other people? If your parents don't teach you how to live; you learn it from books; and clever people watch you learn from your mistakes.

My experiences of men has neither disposed me to think worse of them nor be indisposed to serve them: nor, in spite of failures which I lament, of errors which I now see and acknowledge, or the present aspect of affairs, do I despair of the future. The truth is this: The march of Providence is so slow and our desires so impatient; the work of progress so immense and our means of aiding it so feeble; the life of humanity is so long, that of the individual so brief, that we often see only the ebb of the advancing wave and are thus discouraged. It is history that teaches us to hope.

Those who read books cannot understand the teachings and, what's more, may even go astray. But those who try to observe the things going on in the mind, and always take that which is true in their own minds as their standard, never get muddled. They are able to comprehend suffering, and ultimately will understand Dharma. Then, they will understand the books they read.

In our day and age, global society has been saturated with the wrong teaching of false positivity. The denial of darkness never equates the abundance of light. And the denial of your actual character never equates to the reality of your best character. People today are afraid to work on themselves and on their actual realities, they believe that outward appearances are enough. Outward appearances have become everything in our current day and age. People don't see what they are actually like, nor who they actually are, in reality. They live in a phantasmic version of reality. It has to stop. In the phantasmic version of reality, there is no chance to experience true love, true goodness, and true metamorphosis. The caterpillar does not become a butterfly by telling everybody it has wings. It actually buries itself in darkness and grows those wings.

A Great Rabbi stands, teaching in the marketplace. It happens that a husband finds proof that morning of his wife's adultery, and a mob carries her to the marketplace to stone her to death. There is a familiar version of this story, but a friend of mine - a Speaker for the Dead - has told me of two other Rabbis that faced the same situation. Those are the ones I'm going to tell you. The Rabbi walks forward and stands beside the woman. Out of respect for him the mob forbears and waits with the stones heavy in their hands. 'Is there any man here,' he says to them, 'who has not desired another man's wife, another woman's husband?' They murmur and say, 'We all know the desire, but Rabbi none of us has acted on it.' The Rabbi says, 'Then kneel down and give thanks that God has made you strong.' He takes the woman by the hand and leads her out of the market. Just before he lets her go, he whispers to her, 'Tell the Lord Magistrate who saved his mistress, then he'll know I am his loyal servant.' So the woman lives because the community is too corrupt to protect itself from disorder. Another Rabbi. Another city. He goes to her and stops the mob as in the other story and says, 'Which of you is without sin? Let him cast the first stone.' The people are abashed, and they forget their unity of purpose in the memory of their own individual sins. ‘Someday,’ they think, ‘I may be like this woman. And I’ll hope for forgiveness and another chance. I should treat her as I wish to be treated.’ As they opened their hands and let their stones fall to the ground, the Rabbi picks up one of the fallen stones, lifts it high over the woman’s head and throws it straight down with all his might it crushes her skull and dashes her brain among the cobblestones. ‘Nor am I without sins,’ he says to the people, ‘but if we allow only perfect people to enforce the law, the law will soon be dead – and our city with it.’ So the woman died because her community was too rigid to endure her deviance. The famous version of this story is noteworthy because it is so startlingly rare in our experience. Most communities lurch between decay and rigor mortis and when they veer too far they die. Only one Rabbi dared to expect of us such a perfect balance that we could preserve the law and still forgive the deviation. So of course, we killed him. -San Angelo Letters to an Incipient Heretic

Life is the future, not the past. The past can teach us, through experience, how to accomplish things in the future, comfort us with cherished memories, and provide the foundation of what has already been accomplished. But only the future holds life. To live in the past is to embrace what is dead. To live life to its fullest, each day must be created a new.

Novelty may fix our attention not even on the service but on the celebrant. You know what I mean. Try as one may to exclude it, the question "What on earth is he up to now?" will intrude. It lays one's devotion waste. There is really some excuse for the man who said, "I wish they'd remember that the charge to Peter was Feed my sheep; not Try experiments on my rats, or even, Teach my performing dogs new tricks.

Our habitual patterns are, of course, well established, seductive, and comforting. Just wishing for them to be ventilated isn’t enough. Mindfulness and awareness are key. Do we see the stories that we’re telling ourselves and question their validity? When we are distracted by a strong emotion, do we remember that it is part of our path? Can we feel the emotion and breathe it into our hearts for ourselves and everyone else? If we can remember to experiment like this even occasionally, we are training as a warrior. And when we can’t practice when distracted but know that we can’t, we are still training well. Never underestimate the power of compassionately recognizing what’s going on.

As I have explained in earlier chapters, abusiveness has little to do with psychological problems and everything to do with values and beliefs. Where do a boy’s values about partner relationships come from? The sources are many. The most important ones include the family he grows up in, his neighborhood, the television he watches and books he reads, jokes he hears, messages that he receives from the toys he is given, and his most influential adult role models. His role models are important not just for which behaviors they exhibit to the boy but also for which values they teach him in words and what expectations they instill in him for the future. In sum, a boy’s values develop from the full range of his experiences within his culture.

From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance. This armoire, we are prone to recall, is the very one in which we hid as a boy; and it was these silver candelabra that lined our table on Christmas Eve; and it was with this handkerchief that she once dried her tears, et cetera, et cetera. Until we imagine that these carefully preserved possessions might give us genuine solace in the face of a lost companion.

Here bhikkhus, some misguided men learn the Dhamma–discourses, stanzas, expositions, verses, exclamations, sayings, birth stories, marvels, and answers to questions–but having learned the Dhamma, they do not examine the meaning of those teachings with wisdom. Not examining the meaning of those teachings with wisdom, they do not gain a reflective acceptance of them. Instead they learn the Dhamma only for the sake of criticising others and for winning in debates, and they do not experience the good for the sake of which they learned the Dhamma.

Children should be able to do their own experimenting and their own research. Teachers, of course, can guide them by providing appropriate materials, but the essential thing is that in order for a child to understand something, he must construct it himself, he must re-invent it. Every time we teach a child something, we keep him from inventing it himself. On the other hand that which we allow him to discover by himself will remain with him visibly for the rest of his life.

If you want to help someone move on, you don’t label people as good, bad, worst or best. This categorizes people, rather than experiences with that person. People are not all evil or all good. You don’t teach compassion by categorizing people. Empathy and honest open communication are the only way to live your life. If you’re blaming someone then you haven’t let go of your pain long enough to really try on theirs. However, if you must believe that the only type of person that brings you difficult lessons or experiences in life are those that are bad or worse, then take the time to read the bible a little closer. Christ, put a few people in their place, in order to make point.

I’ve often thought of the forest as a living cathedral, but this might diminish what it truly is. If I have understood Koyukon teachings, the forest is not merely an expression or representation of sacredness, nor a place to invoke the sacred; the forest is sacredness itself. Nature is not merely created by God; nature is God. Whoever moves within the forest can partake directly of sacredness, experience sacredness with his entire body, breathe sacredness and contain it within himself, drink the sacred water as a living communion, bury his feet in sacredness, touch the living branch and feel the sacredness, open his eyes and witness the burning beauty of sacredness

The anthropologist Margaret Mead concluded in 1948, after observing seven different ethnic groups in the Pacific Islands, that different cultures made different forms of female sexual experience seem normal and desirable. The capacity for orgasm in women, she found, is a learned response, which a given culture can help or can fail to help its women to develop. Mead believed that a woman's sexual fulfillment, and the positive meaning of her sexuality in her own mind, depend upon three factors: 1: She must live in a culture that recognizes female desire as being of value; 2: Her culture must allow her to understand her sexual anatomy; 3: And her culture must teach the various sexual skills that give women orgasms.

The problem is that children believe what adults say and once they're adults themselves they exact their revenge by deceiving their own children. "Life has meaning and we grown-ups know what it is" is the universal lie that everyone is supposed to believe. Once you become an adult and you realize that's not true it's too late. The mystery remains intact but all your available energy has long ago been wasted on stupid things. All that's left is to anesthetize yourself by trying to hide the fact that you can't find any meaning in your life and then the better to convince yourself you deceive your own children. ... People aim for the stars and they end up like goldfish in a bowl. I wonder if it wouldn't be simpler just to teach children right from the start that life is absurd. That might deprive you of a few good moments in your childhood but it would save you a considerable amount of time as an adultnot to mention the fact that you'd be spared at least one traumatic experience i.e. the goldfish bowl.

If you're lucky, in some point in the future when you're in need of guidance or perhaps moral support, you may cross paths with a suitable mentor. Even luckier, you'll realize you had one in your life all along and you'll gain a new appreciation for how you benefited from that relationship. The luckiest relationship of all, of course, is a combination of the two. You've had help all along, and as the path widens or narrows, whatever the case may be, new and powerful influences will enter your life and aid your progress. In my experience, a mentor doesn't necessarily tell you what to do, but more importantly: tells you what they did or might do, then trusts you to draw your own conclusions and act accordingly. If you succeed, they'll take one step back and if you fail, they'll take one step closer. Whatever it is they teach you, pass it on.

You go deep enough or far out enough in consciousness and you will bump into the sacred. It’s not something we generate; it’s something out there waiting to be discovered. And this reliably happens to nonbelievers as well as believers.” Second, that, whether occasioned by drugs or other means, these experiences of mystical consciousness are in all likelihood the primal basis of religion. (Partly for this reason Richards believes that psychedelics should be part of a divinity student’s education.) And third, that consciousness is a property of the universe, not brains. On this question, he holds with Henri Bergson, the French philosopher, who conceived of the human mind as a kind of radio receiver, able to tune in to frequencies of energy and information that exist outside it. “If you wanted to find the blonde who delivered the news last night,” Richards offered by way of an analogy, “you wouldn’t look for her in the TV set.” The television set is, like the human brain, necessary but not sufficient.

Her experience had been of a kind to teach her, rightly or wrongly, that the doubtful honor of a brief transit through a sorry world hardly called for effusiveness, even when the path was suddenly irradiated at some half-way point by daybeams rich as hers. But her strong sense that neither she nor any human being deserved less than was given, did not blind her to the fact that there were others receiving less who had deserved much more. And in being forced to class herself among the fortunate she did not cease to wonder at the persistence of the unforeseen, when the one to whom such unbroken tranquility had been accorded in the adult stage was she whose youth had seemed to teach that happiness was but the occasional episode in a general drama of pain.

Saskia groaned again. She threw back her bed covers, the last vestiges of sleep leaving her. It would be evening in Lyon. Clarissa would be expecting to hear from her. A call-in at least once every 24 hours was part of several protocols Clarissa had established. The instruction at the end of the conversation, “Give the dogs a pat for me”, reassured Clarissa that all was well. Leave the words out, replace any one of the words in the sentence with another or not place a call in a 24-hour period, and Clarissa would alert authorities. In her younger years, Clarissa had served in the British army. Her experiences in those years had caused the trauma she now lived with, though she used her expertise by teaching her three partners basic self-defence, how to operate firearms and how to wield weapons. She also programmed their watches and phones to enable her to constantly track their whereabouts, explaining, “I want to know that my three charges are safe”. Another protocol was to always check accommodation venues for listening devices. Saskia did this before calling Clarissa. “Clarissa. Ça va?” “What have you to report?

If you’re not certain of the value of mentorship, think of how many elite athletes or professional sports teams train without a coach. Zero. How many of your favorite films are made without a producer or director? Zero. How many of the best schools in the world function without teachers? Zero. It’s safe to say that every great leader, in any field, first had a great mentor. Finding a mentor who inspires and guides your growth is a life-changing experience. Mentors help us to transcend the limits, or perceived limits, of our abilities. A mentor can be anyone who teaches us and helps us to grow in ways we couldn’t have on our own.

I think people expect too much from marriage today" he said. "They expect perfection. Every moment should be a bliss. That´s TV or movies. But that is not the human experience. Like Sarah says, twenty good minutes here, forty good minutes there, it adds up to something beautiful. The trick is when things aren´t so great, you don´t junk the whole thing. It´s okay to have an argument. It´s okay that the other one nudges you a little, bothers you a little. It´s part of being close to someone. But the joy you get from the sam closeness - when you watch your children, whan you wake up and smile at each other - that, as our tradition teaches us, is a blessing. People forget that. Why do they forget it? Because the word "commitment" has lost its meaning. I´m old enough to remember when it used to be positive. A committed person was someone to be admired. He was loyal and steady. Now a commitment is something you avoid. You don´t want to tie yourself down

Third-level, life-long relationships are generally few because “their existence implies that those involved have reached a stage simultaneously in which the teaching-learning balance is actually perfect.” That doesn’t mean, however, that we necessarily recognize our third-level assignments; in fact, generally we don’t. We may even feel hostility toward these particular people. Someone with whom we have a lifetime’s worth of lessons to learn is someone whose presence in our lives forces us to grow. Sometimes it represents someone with whom we participate lovingly all our lives, and sometimes it represents someone who we experience as a thorn in our side for years, or even forever. Just because someone has a lot to teach us, doesn’t mean we like them. People who have the most to teach us are often the ones who reflect back to us the limits to our own capacity to love, those who consciously or unconsciously challenge our fearful positions. They show us our walls. Our walls are our wounds—the places where we feel we can’t love any more, can’t connect any more deeply, can’t forgive past a certain point. We are in each other’s lives in order to help us see where we most need healing, and in order to help us heal.

We are doomed to repeat the mistakes of the past, and no amount of education gleaned from our propensity for self-destruction and misguided thinking ever teaches us anything. Not anything that we remember for more than a generation or two. I think maybe we learn a few things each time that we don't forget. A few things that stick with us. It's just hard to pass those things on to those who come after us because if they didn't live through it, they don't view it the same way we do. If you don't experience something firsthand, it's a lot harder to accept. Terry Brooks, Bearers of the Black Staff, p 89

Remember that every person who you come into contact to on any given day has a story that is probably far more amazing than you will imagine and no one is going to just offer up their entire life's worth of experiences to you because you want them to. It takes time to draw someone's story out from within them. It takes trust. It takes sincerity and dedication. Keep in mind that each and every interaction you have with all those people on a daily basis is a unique opportunity to develop any kind of relationship with that person that the two of you might want to be a part of. It doesn't matter how you meet them or what it is that you do with them. It can be as mundane as waving to them in the morning as they leave their driveway, or it can be as huge as saving someone's life in a moment of uncertainty and sacrifice. Each person has the potential to become a friend or a lover or to simply teach you something important and then slip back into the endless rush of other bodies moving about the planet around us. Don't pass these chances up too often, or you'll get lost in the tide yourself.

In sharp contrast with our culture, the Bible teaches that the essence of marriage is a sacrificial commitment to the good of the other. That means that love is more fundamentally action than emotion. But in talking this way, there is a danger of falling into the opposite error that characterized many ancient and traditional societies. It is possible to see marriage as merely a social transaction, a way of doing your duty to family, tribe and society. Traditional societies made the family the ultimate value in life, and so marriage was a mere transaction that helped your family's interest. By contrast, contemporary Western societies make the individual's happiness the ultimate value, and so marriage becomes primarily an experience of romantic fulfillment. But the Bible sees GOD as the supreme good - not the individual or the family - and that gives us a view of marriage that intimately unites feelings AND duty, passion AND promise. That is because at the heart of the Biblical idea of marriage is the covenant.

God, help me to tell the thruth to the strong and to avoid telling lies to get the weak's applause. If you give me success, do not take away my humility. If you give me humility, do not take away my dignity. God, help me to see the other side of the medal. Don't let me blame others of treason just because they don't think they like me. God, teach me to love people as I love myself and to judge me as I judge others. Please, don't let me be proud if I succed, or fall in despair if I fall. Remind me that failure is the experience that precedes triumph. Teach me that forgiving is the most important in the strong and that revenge is the most primitive sigh in the weak. If you take away my success, let me keep my strength to succeed from failure. If I fall people, give me courage to apologize and if people fail me, give me courage to forgive them. God, if I forget you, please do not forget me.

This past, this endless struggle to achieve and reveal and confirm a human identity, human authority, yet contains, for all its horror, something very beautiful. I do not mean to be sentimental about suffering – enough is certainly as good as a feast – but people who cannot suffer can never grow up, can never discover who they are. That man who is forced each day to snatch his manhood, his identity, out of the fire of human cruelty that rages to destroy it knows, if he survives his effort, and even if he does not survive it, something about himself and human life that no school on earth – and indeed, no church – can teach. He achieves his own authority, and that is unshakable. This is because, in order to save his life, he is forced to look beneath appearances, to take nothing for granted, to hear the meaning behind the words. If one is continually surviving the worse that life can bring, one eventually ceases to be controlled by a fear of what life can bring; whatever it brings must be borne. And at this level of experience one’s bitterness begins to be palatable, and hatred becomes too heavy a sack to carry.

To listen well is to figure out what’s on someone’s mind and demonstrate that you care enough to want to know. It’s what we all crave; to be understood as a person with thoughts, emotions, and intentions that are unique and valuable and deserving of attention. Listening is not about teaching, shaping, critiquing, appraising, or showing how it should be done (“Here, let me show you.” “Don’t be shy.” “That’s awesome!” “Smile for Daddy.”). Listening is about the experience of being experienced. It’s when someone takes an interest in who you are and what you are doing. The lack of being known and accepted in this way leads to feelings of inadequacy and emptiness. What makes us feel most lonely and isolated in life is less often the result of a devastating traumatic event than the accumulation of occasions when nothing happened but something profitably could have. It’s the missed opportunity to connect when you weren’t listening or someone wasn’t really listening to you.

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

WONDERLAND It is a person's unquenchable thirst for wonder That sets them on their initial quest for truth. The more doors you open, the smaller you become. The more places you see and the more people you meet, The greater your curiosity grows. The greater your curiosity, the more you will wander. The more you wander, the greater the wonder. The more you quench your thirst for wonder, The more you drink from the cup of life. The more you see and experience, the closer to truth you become. The more languages you learn, the more truths you can unravel. And the more countries you travel, the greater your understanding. And the greater your understanding, the less you see differences. And the more knowledge you gain, the wider your perspective, And the wider your perspective, the lesser your ignorance. Hence, the more wisdom you gain, the smaller you feel. And the smaller you feel, the greater you become. The more you see, the more you love -- The more you love, the less walls you see. The more doors you are willing to open, The less close-minded you will be. The more open-minded you are, The more open your heart. And the more open your heart, The more you will be able to Send and receive -- Truth and TRUE Unconditional LOVE.

Many of the great world religions teach that God demands a particular faith and form of worship. It should not be surprising that SOME of the people who take these teachings seriously should sincerely regard these divine commands as incomparably more important than any merely secular virtues like tolerance or compassion or reason. Across Asia and Africa the forces of religious enthusiasm are gathering strength, and reasom and tolerance are not safe even in the secular states of the West. The historian Huge Trevor-Roper has said that it was the spread of the spirit of science in the seventeenth and eighteenth centuries that finally ended the burning pf the witches in Europe. We may need to rely again on the influence of science to preserve a sane wolrd.It's not the certainty of the scientific knowledge that fits it for this role, but its UNCERTAINTY. Seeing scientists change their minds again and again about the matters that can be studied directly in laboratory experiments, how can one take seriously the claims of religious traditions or sacred writings to certain knowledge about matters beyond human experience

From our first day alive on this planet, they began teaching society everything it knows and experiences. It was all brainwashing bullshit. Their trio of holy catechisms is: faith is more important than reason; inputs are more important than outcomes; hope is more important than reality. It was designed to choke your independent thinking and acting—to bring out the lowest common denominator in people—so that vast amounts of the general public would literally buy into sponsorship and preservation of their hegemonic nation. Their greatest achievement was the creation of the two-party political system; it gave only the illusion of choice, but never offered any change; it promised freedom, but only delivered more limits. In the end, you got stuck with two leading loser parties and not just one. It completed their trap of underhanded domination, and it worked masterfully. Look anywhere you go. America is a nation of submissive, dumbed-down, codependent, faith-minded zombies obsessed with celebrity gossip, buying unnecessary goods, and socializing without purpose on their electronic gadgets. The crazy thing is that people don't even know it; they still think they're free. Everywhere, people have been made into silent accomplices in the government's twisted control game. In the end, there is no way out for anyone.

Habits are undeniably useful tools, relieving us of the need to run a complex mental operation every time we’re confronted with a new task or situation. Yet they also relieve us of the need to stay awake to the world: to attend, feel, think, and then act in a deliberate manner. (That is, from freedom rather than compulsion.) If you need to be reminded how completely mental habit blinds us to experience, just take a trip to an unfamiliar country. Suddenly you wake up! And the algorithms of everyday life all but start over, as if from scratch. This is why the various travel metaphors for the psychedelic experience are so apt. The efficiencies of the adult mind, useful as they are, blind us to the present moment. We’re constantly jumping ahead to the next thing. We approach experience much as an artificial intelligence (AI) program does, with our brains continually translating the data of the present into the terms of the past, reaching back in time for the relevant experience, and then using that to make its best guess as to how to predict and navigate the future. One of the things that commends travel, art, nature, work, and certain drugs to us is the way these experiences, at their best, block every mental path forward and back, immersing us in the flow of a present that is literally wonderful—wonder being the by-product of precisely the kind of unencumbered first sight, or virginal noticing, to which the adult brain has closed itself. (It’s so inefficient!) Alas, most of the time I inhabit a near-future tense, my psychic thermostat set to a low simmer of anticipation and, too often, worry. The good thing is I’m seldom surprised. The bad thing is I’m seldom surprised.

Isn’t it funny how we make rational excuses for being out of alignment? We say, “Well, this ____ and that ____ happened, so it makes perfect sense for me to be feeling like this ____ and wanting to do this ____.” Yet, to this day, I have never met a happy person who adheres to those excuses. In fact, each time I – or anyone else – decide to give in to “rational excuses” that justify feeling bad – it’s interesting that only further suffering is the result. There is never a good enough reason for us to be out of alignment with peace. Sure, we can go there and make choices that dim our lights… and that is fine; there certainly is purpose for it and the contrast gives us lessons to learn… yet if we’re aware of what we are doing and we’re ready to let go of the suffering – then why go there at all? It’s like beating a dead horse. Been there, done that… so why do we keep repeating it? Pain is going to happen; it’s inevitable in this human experience, yet it is often so brief. When we make those excuses, what happens is: we pick up that pain and begin to carry it with us into the next day… and the next day… into next week… maybe next month… and some of us even carry it for years or to our graves! Forgive, let it go! It is NOT worth it! It is NEVER worth it. There is never a good enough reason for us to pick up that pain and carry it with us. There is never a good enough reason for us to be out of alignment with peace. Unforgiveness hurts you; it hurts others, so why even go there? Why even promote pain? Why say painful things to yourself or others? Why think pain? Just let it go! Whenever I look back on painful things or feel pain today, I know it is my EGO that drives me to “go there.” The EGO likes to have the last word, it likes to feel superior, it likes to make others feel less than in hopes that it will make itself (me) feel better about my insecurities. Maybe if I hurt them enough, they will feel the pain I felt over what they did to me. It’s only fair! It’s never my fault; it’s always someone else’s. There is a twisted sense of pleasure I get from feeling this way, and my EGO eats it right up. YET! With awareness that continues to grow and expand each day, I choose to not feed my pain (EGO) or even go there. I still feel it at times, of course, so I simply acknowledge it and then release it. I HAVE power and choice over my speech and actions. I do not need to ever “go there” again. It’s my choice; it’s your choice. So it’s about damn time we start realizing this. We are not victims of our impulses or emotions; we have the power to control them, and so it’s time to stop acting like we don’t. It’s time to relinquish the excuses.

Never having experienced inequality, therefore, the majority of straight white men will be absolutely oblivious to their own advantages – not because they must necessarily be insensitive, sexist, racist, homophobic or unaware of the principles of equality; but because they have been told, over and over again, that there is no inequality left for them – or anyone else – to experience – and everything they have experienced up to that point will only have proved them right. Let the impact of that sink in for a moment. By teaching children and teenagers that equality already exists, we are actively blinding the group that most benefits from inequality – straight white men – to the prospect that it doesn’t. Privilege to them feels indistinguishable from equality, because they’ve been raised to believe that this is how the world behaves for everyone. And because the majority of our popular culture is straight-white-male-dominated, stories that should be windows into empathy for other, less privileged experiences have instead become mirrors, reflecting back at them the one thing they already know: that their lives both are important and free from discrimination. And this hurts men. It hurts them by making them unconsciously perpetrate biases they’ve been actively taught to despise. It hurts them by making them complicit in the distress of others. It hurts them by shoehorning them into a restrictive definition masculinity from which any and all deviation is harshly punished. It hurts them by saying they will always be inferior parents and caregivers, that they must always be active and aggressive even when they long for passivity and quietude, that they must enjoy certain things like sports and beer and cars or else be deemed morally suspect. It hurts them through a process of indoctrination so subtle and pervasive that they never even knew it was happening , and when you’ve been raised to hate inequality, discovering that you’ve actually been its primary beneficiary is horrifying – like learning that the family fortune comes from blood money. Blog post 4/12/2012: Why Teaching Equality Hurts Men

O VENENO ARDENTE DO DESGOSTO. THE WHITE HOT POISON OF ANGER. When others make us angry at them- at their shamelessness, injustice, inconsideration- then they exercise power over us, they proliferate and gnaw at our soul, then anger is like a white-hot poison that corrods all mild, noble and balanced feelings and robs us of sleep. Sleepless, we turn on the light and are angry at the anger that has lodged like a succubus who sucks us dry and debilitates us. We are not only furious at the damage, but also that it develops in us all by itself, for while we sit on the edge of the bed with aching temples, the distant catalyst remains untouched by the corrosive force of the anger that eats at us. On the empty internal stage bathed in the harsh light of mute rage, we perform all by ourselves a drama with shadow figures and shadow words we hurl against enemies in helpless rage we feel as icy blazing fire in our bowels. And the greater our despair that is only a shadow play and not a real discussion with the possibility of hurting the other and producing a balance of suffering, the wilder the poisonous shadows dance and haunt us even in the darkest catacombs of our dreams. (We will turn the tables, we think grimly, and all night long forge words that will produce in the other the effect of a fire bomb so that now he will be the one with the flames of indignation raging inside while we, soothed by schadenfreude, will drink our coffee in cheerful calm.) What could it mean to deal appropriately with anger? We really don't want to be soulless creatures who remain thoroughly indifferent to what they come across, creatures whose appraisals consist only of cool, anemic judgments and nothing can shake them up because nothing really bothers them. Therefore, we can't seriously wish not to know the experience of anger and instead persist in an equanimity that wouldn't be distinguished from tedious insensibility. Anger also teaches us something about who we are. Therefore this is what I'd like to know: What can it mean to train ourselves in anger and imagine that we take advantage of its knowledge without being addicted to its poison? We can be sure that we will hold on to the deathbed as part of the last balance sheet- and this part will taste bitter as cyanide- that we have wasted too much, much too much strength and time on getting angry and getting even with others in a helpless shadow theater, which only we, who suffered impotently, knew anything about. What can we do to improve this balance sheet? Why did our parents, teachers and other instructors never talk to us about it? Why didn't they tell something of this enormous significance? Not give us in this case any compass that could have helped us avoid wasting our soul on useless, self-destructive anger?

I will never be a brain surgeon, and I will never play the piano like Glenn Gould. But what keeps me up late at night, and constantly gives me reason to fret, is this: I don’t know what I don’t know. There are universes of things out there — ideas, philosophies, songs, subtleties, facts, emotions — that exist but of which I am totally and thoroughly unaware. This makes me very uncomfortable. I find that the only way to find out the fuller extent of what I don’t know is for someone to tell me, teach me or show me, and then open my eyes to this bit of information, knowledge, or life experience that I, sadly, never before considered. Afterward, I find something odd happens. I find what I have just learned is suddenly everywhere: on billboards or in the newspaper or SMACK: Right in front of me, and I can’t help but shake my head and speculate how and why I never saw or knew this particular thing before. And I begin to wonder if I could be any different, smarter, or more interesting had I discovered it when everyone else in the world found out about this particular obvious thing. I have been thinking a lot about these first discoveries and also those chance encounters: those elusive happenstances that often lead to defining moments in our lives. […] I once read that the definition of insanity is doing the same thing over and over and expecting different results. I fundamentally disagree with this idea. I think that doing the same thing over and over and expecting different results is the definition of hope. We might keep making mistakes but the struggle gives us a sense of empathy and connectivity that we would not experience otherwise. I believe this empathy improves our ability to see the unseen and better know the unknown. Lives are shaped by chance encounters and by discovering things that we don’t know that we don’t know. The arc of a life is a circuitous one. … In the grand scheme of things, everything we do is an experiment, the outcome of which is unknown. You never know when a typical life will be anything but, and you won’t know if you are rewriting history, or rewriting the future, until the writing is complete. This, just this, I am comfortable not knowing.

Hypercritical, Shaming Parents Hypercritical and shaming parents send the same message to their children as perfectionistic parents do - that they are never good enough. Parents often deliberately shame their children into minding them without realizing the disruptive impact shame can have on a child's sense of self. Statements such as "You should be ashamed of yourself" or "Shame on you" are obvious examples. Yet these types of overtly shaming statements are actually easier for the child to defend against than are more subtle forms of shaming, such as contempt, humiliation, and public shaming. There are many ways that parents shame their children. These include belittling, blaming, contempt, humiliation, and disabling expectations. -BELITTLING. Comments such as "You're too old to want to be held" or "You're just a cry-baby" are horribly humiliating to a child. When a parent makes a negative comparison between his or her child and another, such as "Why can't you act like Jenny? See how she sits quietly while her mother is talking," it is not only humiliating but teaches a child to always compare himself or herself with peers and find himself or herself deficient by comparison. -BLAMING. When a child makes a mistake, such as breaking a vase while rough-housing, he or she needs to take responsibility. But many parents go way beyond teaching a lesson by blaming and berating the child: "You stupid idiot! Do you think money grows on trees? I don't have money to buy new vases!" The only thing this accomplishes is shaming the child to such an extent that he or she cannot find a way to walk away from the situation with his or her head held high. -CONTEMPT. Expressions of disgust or contempt communicate absolute rejection. The look of contempt (often a sneer or a raised upper lip), especially from someone who is significant to a child, can make him or her feel disgusting or offensive. When I was a child, my mother had an extremely negative attitude toward me. Much of the time she either looked at me with the kind of expectant expression that said, "What are you up to now?" or with a look of disapproval or disgust over what I had already done. These looks were extremely shaming to me, causing me to feel that there was something terribly wrong with me. -HUMILIATION. There are many ways a parent can humiliate a child, such as making him or her wear clothes that have become dirty. But as Gershen Kaufman stated in his book Shame: The Power of Caring, "There is no more humiliating experience than to have another person who is clearly the stronger and more powerful take advantage of that power and give us a beating." I can personally attest to this. In addition to shaming me with her contemptuous looks, my mother often punished me by hitting me with the branch of a tree, and she often did this outside, in front of the neighbors. The humiliation I felt was like a deep wound to my soul. -DISABLING EXPECTATIONS. Parents who have an inordinate need to have their child excel at a particular activity or skill are likely to behave in ways that pressure the child to do more and more. According to Kaufman, when a child becomes aware of the real possibility of failing to meet parental expectations, he or she often experiences a binding self-consciousness. This self-consciousness - the painful watching of oneself - is very disabling. When something is expected of us in this way, attaining the goal is made harder, if not impossible. Yet another way that parents induce shame in their children is by communicating to them that they are a disappointment to them. Such messages as "I can't believe you could do such a thing" or "I am deeply disappointed in you" accompanied by a disapproving tone of voice and facial expression can crush a child's spirit.